Abstract:

The Bologna process has triggered curricula redesigning in most of the Universities all over Europe in order to adapt them to the Bologna directives. The new curricula are focused on the development of traverse and specific competences rather than a fixed body of knowledge. The students are not anymore passive subjects but the main actors of their learning process. Besides, transversal competences related to team-work must be developed along the curricula. This philosophy requires an adaptation of methodologies as well as of the syllabus.
In this study we present how the subject “Information Management” in the fourth course of Public Administration Studies has been redesigned to attain these objectives. First, an analysis of the competences needed by a public manager on information management is presented. The competencies of public managers’ on information systems and information management are essential levering all the potential of information technologies. Besides, most of the new management techniques in public administration are based on performance and information flow analysis. The competences needed by a public administration to collaborate with and direct IT professionals to reach a good implementation of such information systems that face these challenges are considered. Second, different collaborative methodologies are assessed for developing these competences in students without a technical bias and in with the time restrictions imposed by the course.
A combination of different methodologies like the cooperative learning puzzle technique of Aronson, case studies and group dynamics are considered. The advantages and main drawbacks of each methodology are compared, and some possible solutions to the disadvantages found in the specific subject in the public administration proposed.

Keywords:

Information systems, collavorative methodologies, public administration.